Observation:
In my observation today at Broad Rock students in the first period took notes on microscopes, while I prepared slides in the back of the classroom. The notes were on the parts of the microscope and how to properly care for the equipment. The students got a hands on experience for the second half of the period, looking at celery slivers I had set up for them. Students were asked to try all three magnification levels and gain some experience adjusting the stage and focusing the objects they saw. When The bell was about to ring, the students were asked to remember what they just learned about putting away the equipment to to put that into action. The students followed the directions and went back to their desks for the last few minutes of class while they waited for the bell to ring. There were maybe 2 minutes of ‘dead time’ while the students sat and conversed quietly amongst themselves. I took the time to get to know some of the students who had questions about thermometers. I was able to dispel the myth that they contain mercury. The next class came in, to sit down to a discussion of conductors and insulators. They had an assignment to decide which thanksgiving foods would take the longest to cool off. The over all message was that liquid content was important in retaining temperature. This lead into specific heat which the students had trouble grasping. My CT worked right up until the last minute trying different ways to explain specific heat. It seamed some students had a grasp of it by the end of the period but it was clear we would be revisiting the topic next class.
Reflection:
Of the many class periods I have observed at Broad Rock I have not really noticed a pattern in how my CT ends each class. Some times she will assign homework and allow them some time to get started on it, other times she gives notes right up until the end of the period. She does always have a good grasp of when the bell is about to ring, though. I have never noticed that she reflects back to what her learning objectives were. She will sometimes let students know what is in store for their next meeting and announce the homework.. The students usually note in their planners any homework she assigns and then pack up and socialize for the end of the period. She doesn’t seam to mind, though students are not allowed to congregate near the exit. I feel like her closing strategy could be more effective. In thinking about my own lesson plans I do hope to take better advantage of the last 5 minutes. I think reflecting back on the opening, and giving students something to think about for tomorrow’s opening would be a better way to spend the time. Even if I were to run long for the engagement of a lesson, I have been able to think of a closing question for students to think about out side of class for most of my CT’s lessons. I will be sure to have such questions prepared when I begin teaching
In my observation today at Broad Rock students in the first period took notes on microscopes, while I prepared slides in the back of the classroom. The notes were on the parts of the microscope and how to properly care for the equipment. The students got a hands on experience for the second half of the period, looking at celery slivers I had set up for them. Students were asked to try all three magnification levels and gain some experience adjusting the stage and focusing the objects they saw. When The bell was about to ring, the students were asked to remember what they just learned about putting away the equipment to to put that into action. The students followed the directions and went back to their desks for the last few minutes of class while they waited for the bell to ring. There were maybe 2 minutes of ‘dead time’ while the students sat and conversed quietly amongst themselves. I took the time to get to know some of the students who had questions about thermometers. I was able to dispel the myth that they contain mercury. The next class came in, to sit down to a discussion of conductors and insulators. They had an assignment to decide which thanksgiving foods would take the longest to cool off. The over all message was that liquid content was important in retaining temperature. This lead into specific heat which the students had trouble grasping. My CT worked right up until the last minute trying different ways to explain specific heat. It seamed some students had a grasp of it by the end of the period but it was clear we would be revisiting the topic next class.
Reflection:
Of the many class periods I have observed at Broad Rock I have not really noticed a pattern in how my CT ends each class. Some times she will assign homework and allow them some time to get started on it, other times she gives notes right up until the end of the period. She does always have a good grasp of when the bell is about to ring, though. I have never noticed that she reflects back to what her learning objectives were. She will sometimes let students know what is in store for their next meeting and announce the homework.. The students usually note in their planners any homework she assigns and then pack up and socialize for the end of the period. She doesn’t seam to mind, though students are not allowed to congregate near the exit. I feel like her closing strategy could be more effective. In thinking about my own lesson plans I do hope to take better advantage of the last 5 minutes. I think reflecting back on the opening, and giving students something to think about for tomorrow’s opening would be a better way to spend the time. Even if I were to run long for the engagement of a lesson, I have been able to think of a closing question for students to think about out side of class for most of my CT’s lessons. I will be sure to have such questions prepared when I begin teaching